Journal article
Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the Classroom
Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education, Vol.24(3), pp.201-228
09/2021
DOI: 10.7468/jksmed.2021.24.3.201
Abstract
Teacher noticing has been termed consequential to teaching because what you see and do not see impacts decisions made within the classroom. Further, how a teacher r esponds to student thinking depends on what a teacher sees in student thinking. Within this study we sought to understand what teachers noticed within an engineering lesson and the decisions made as a result of that noticing. Findings indicate that student teachers and cooperating teachers drew on their pedagogical knowledge for decisions, rather than taking up the integrated content of student thinking and understanding. These findings serve as a guide for the experiences needed to engage in the complex wo rk of teaching or, more specifically, implementing engineering into instruction through a responsive teaching frame. KCI Citation Count: 0
Details
- Title: Subtitle
- Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the Classroom
- Creators
- Anne Estapa - (University of Iowa)Kristina M. Tank - (Iowa State University)Michael DuPont - (Krell Institute)
- Resource Type
- Journal article
- Publication Details
- Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education, Vol.24(3), pp.201-228
- Publisher
- 한국수학교육학회
- DOI
- 10.7468/jksmed.2021.24.3.201
- ISSN
- 1226-6191
- eISSN
- 2287-9943
- Language
- English
- Date published
- 09/2021
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984374253602771
Metrics
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